UMUs Evaluation of Dispositions

High quality P-12 educators must embody various personal and professional central attributes. As such,
the University of Mount Unions Teacher Education Program (TEP) recognizes dispositions that all
teacher candidates must possess.

The Subcommittee on Teacher Education (SCOTE) will utilize results of the following Evaluation
of Dispositions to assess current and potential candidates in the TEP at UMU throughout their
university careers. SCOTE meets regularly to determine admission to the program, course waivers,
special circumstances, etc.

To be admitted to the TEP, candidates must have positive dispositions. Candidates may be removed
from the program for any infractions or behaviors deemed to be abusive, unprofessional, illegal,
immoral, or unbecoming to a professional educator, according to SCOTE. Candidates may appeal any
decisions made by SCOTE.

The Dispositional Evaluation will be administered numerous times prior to candidates earning licensure.
In addition to the individuals listed below at the designated checkpoints, UMUs Vice-President for
Student Affairs and Dean of Students will review all candidates files when they apply to the TEP. Also,
candidates will complete a self-disposition evaluation prior to entrance to the program and prior to exit
from clinical practice. At any time, other professionals (e.g., cooperating teachers, supervisors, UMU
faculty/staff) may request this evaluation and complete for areas of concern with a candidate. Any
concerns will be reported to SCOTE for their review.

*Evaluation of Dispositions Administration Checkpoints

When Who
Prior to Entrance to the Program
EDU/MCH/AYA 175 Professor
EDU 215 Professor
EDU 218 Professor
Prior to Entrance to Preclinical Practice EDU 355/MCH 345/ECH 360 Professor
Prior to Entrance to Clinical Practice ECH/ISP/MCH/AYA 404 Supervisor

*An evaluation of dispositions is also embedded within clinical practice process, and candidates must
maintain satisfactory dispositions throughout the entire program to earn licensure.

When completing the evaluation, individuals should begin with the 1 = Meets ExpectationsLow score.
They should then move right or left, depending on evidence that warrants a higher or lower score.
Comments are optional, though it is suggested that individuals provide comments for all scores of 0 or 3,
as these scores should be rare.

For the Spring 2014 semester, candidates must submit the electronic version of the
Candidate Self-Evaluation of Dispositions no later than March 17, 2014:
https://www.surveymonkey.com/s/DispositionEval



UMUs Evaluation of Dispositions Rubric


Candidates name: Semester:
Name of person completing this form: Candidates Program Area/Major:
Role of person completing this form: Candidate Professor School Building (if applicable):
Cooperating Teacher Supervisor Other School District (if applicable):


Criteria &
Score
(select the score from
each dropdown menu)
3 = Exceeds
Expectations
2 = Meets
ExpectationsHigh
1 = Meets
ExpectationsLow
0 = Below
Expectations
Comments
(optional)
Professionalism
1. Professional
Demeanor
Score: 3
Self-assured; always displays
appropriate and courteous behavior
in all communications with others--
face-to-face, via email, on the
phone, etc.; willing, open, and
flexible attitude at all times
Self-assured; always displays
appropriate and courteous
behavior in all communications
with others--face-to-face, via
email, on the phone, etc.;
willing attitude at all times;
most often flexible and
adaptable
Generally self-confident,
courteous; displays attitude
that is positive and agreeable;
recognizes need to adjust and
attempts to be flexible and
adaptable
Shows little confidence;
displays a critical, inflexible,
or negative attitude; is
disrespectful in
communications with others Comments:
2. Professional
Appearance
Score: 2 N/A
Consistently dresses in a
professional manner for the
school environment
Generally dresses
appropriately for the school
environment
Dresses inappropriately for
the school environment Comments:
3. Timeliness/
Deadlines
Score: 3
Arrives prior to designated time and
remains as needed until task is
complete; always displays a
thorough preparation of academic
materials and goes beyond required
criteria
Always arrives on time and
remains as expected;
consistently abides by the
deadlines for assignments,
including projects and
presentations
Typically arrives on time and
remains as expected;
typically abides by the
deadlines for assignments,
including projects and
presentations
Frequently late and/or leaves
early; does not consistently
abide by deadlines for
assignments; including
projects and presentations Comments:
4. Attendance
Score: 2
N/A
Attends regularly as scheduled;
makes up time missed;
dependable
Attends regularly as
scheduled
Does not attend as scheduled;
may or may not notify others;
not dependable Comments:
5. Confidentiality
Score: 3
Talks appropriately with other
professionals and/or parents
concerning students and colleagues;
maintains confidentiality on school
matters; reports breaches of
confidentiality to appropriate
personnel
Talks appropriately with other
professionals and/or parents
concerning students and
colleagues; maintains
confidentiality on school
matters
Understands the need to keep
all school matters
confidential
Talks inappropriately to
others concerning students
and school; lacks respect for
confidential matters Comments:
6. Ethics
Score: 3
Can be counted on to hold the
highest standards of honesty,
integrity, and confidentiality, and
models these qualities to his/her
peers, and students
Displays high standards of
honesty, integrity, and
confidentiality in interactions
with instructors, mentor
teachers, peers, and students
Is honest in interactions with
instructors, mentor teachers,
peers, and students
Has been dishonest in
interactions with instructors,
mentor teachers, peers, and/or
students Comments:
7. Self-Efficacy
Score: 3
Driven to find solutions to
problems, has a deep commitment
to teaching and student
improvement, recovers quickly
from setbacks, and creates the same
sense of efficacy in students
Seeks help from other
professionals, committed to
teaching and students, models a
sense of efficacy for fellow
teachers and students
Shows some reluctance to
seek help from other
professionals, but accepts
challenges (sometimes with
reservations), holds
him/herself accountable for
successes/failures and student
learning
Focuses on problems rather
than solutions, gives up
easily, blames outside forces
for personal setbacks, is
quick to find fault in students,
their parents, cooperating
teachers, supervisors, and
administrators Comments:
Collaboration
8. Initiative
Score: 3
Demonstrates enthusiasm for
students, curriculum, and teaching;
asks questions, eager to participate;
makes suggestions and is
inquisitive; takes on added
responsibility
Demonstrates enthusiasm for
students, curriculum, and
teaching; asks questions, is
eager to participate; and makes
suggestions
Demonstrates mild
enthusiasm for students,
curriculum, and teaching; and
asks questions occasionally
Exhibits little energy or
enthusiasm; seldom
volunteers information or
asks questions Comments:
9. Cooperation
Score: 3
Consistently engages in
collaborative group learning both as
a leader and as active participant;
utilizes faculty and staff to create
optimal learning environments

Consistently engages in
collaborative group learning as
an active participant
Demonstrates an ability and
willingness to collaborate.
Demonstrates an
unwillingness for
compromise and
collaboration when involved
in learning environments Comments:
10. Feedback
Score: 3
Solicits feedback about
performance and consistently
refines practice; practices critical
self-reflection to gauge, inform, and
improve practice
Solicits feedback about
performance, responds
appropriately, and consistently
refines practice based on
feedback
Accepts constructive
feedback and responds
appropriately but does not
change or makes minimal
changes in practice
Rejects or ignores
constructive feedback, or
responds inappropriately Comments:
Diversity: Development of All Students
11. Sensitivity to
Diversity
Score: 3
Demonstrates awareness of
elements of diversity through
actions, language, and attitudes;
supports all in acquiring equal
access to education; avoids deficit
models when speaking of groups
Typically demonstrates
awareness of elements of
diversity through actions,
language, and attitudes;
supports all in acquiring equal
access to education
Occasionally shows value of
cultural and gender diversity
through actions, language,
and attitudes; does not judge
others with labels or
characteristics
Rarely shows value of
cultural and gender diversity
through actions, language,
and attitudes and/or judges
others with labels and
characteristics Comments:
12. Language
Score: 3
Understands role of language in
valuing and uses value free
language and gender inclusive
language
Uses value free language and
gender inclusive language, and
has a minimal understanding of
the role of language in valuing
Sometimes uses value free
language and gender
inclusive language and does
not understand the role of
language in valuing
Rarely makes an attempt to
use value free language and
gender inclusive language,
and/or sees little value in the
role of language in valuing Comments:
13. Equity
Score: 3
Consistently uses strategies to
promote equitable participation and
success of all students
Often uses strategies to
promote equitable participation
and success of all students
Occasionally uses strategies
to promote equitable
participation and success of
all students
May use strategies to promote
equitable participation and
success of all students, but is
inconsistent
Comments:
14. Belief that All
Students Can Learn
Score: 3
Demonstrates the understanding
that teacher expectations impact
student learning; understands that
people learn in many different
ways; uses language that indicates
expectations of growth for all
learners; plans for active
engagement of all children; makes
knowledge accessible to all
students; accepts responsibility for
helping all student to succeed
Understands that teacher
expectations impact student
learning; understands that
people learn in many different
ways; uses language that
indicates expectations of
growth for all learners; plans
for active engagement of all
children; makes knowledge
accessible to all students;
accepts responsibility for
helping all student to succeed
Shows awareness that teacher
expectations impact student
learning; shows awareness
that people learn in many
different ways; uses language
that indicates expectations of
growth for all learners; plans
for active engagement of all
children
Does not understand that
teacher expectations impact
student learning
Comments:
15. Care
Score: 3
Affirms and encourages the best in
others and is able to consider the
others point of view without
operating from paternalistic models
Affirms and encourages the
best in others and is able to
consider the others point of
view
Affirms and encourages the
best in others
Does not affirm and
encourage the best in others
Comments: